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KAHANDAAN NG MGA GURO NG FILIPINO SA
IMPLEMENTASYON NG KURIKULUM NG
EDUKASYONG PANSEKUNDARYA
(Di Limbag na Disertasyon, Pamantasan ng Bikol,
Paaralang Gradwado, Lungsod ng Legazpi,
Mayo 24, 2011) ni DAISY B. BORNILLA

PANIMULA
Bilang tugon sa mabilis na pagbabago sa larangan ng edukasyon at patuloy na paglaganap ng mga makabagong kaalaman at impormasyon, isang kurikulum ang kailangan sa paglinang sa mga kasanayan at kakayahang makatutulong sa mga mag-aaral upang maging produktibong indibidwal at magkaroon ng masaya at makahulugang buhay sa hinaharap. Makakamit ang makabagong sistemang edukasyunal ng ating
2

bansa sa pamamagitan ng kurikulum pangwikang nakapokus sa mga mag-aaral. Sa ganitong konteksto, kailangan ang pagreistruktura sa mga klasrum pangwika sa kondisyong makapagbibigay sa mga magaaral ng oportunidad upang maranasan ang pagtutulungan sa proseso ng kanilang pagaaral at pagkatuto. Maisasakatuparan ito sa pamamagitan ng binagong kurikulum, ang
2010 Kurikulum sa Edukasyong Pansekundarya.
3

Sa obserbasyon ng mananaliksik, marami ang naging kahinaan sa mga nagdaang kurikulum na pinairal at ang ilan sa mga ito ay ang repitisyon at overlapping ng mga itinuro lalo sa wika mula sa elementarya hanggang tersarya; kakulangan ng artikulasyon ng mga kurikula sa tatlong antas; mababaw na nilalaman at kasanayang nililinang; walang kaayusan at pokus sa pagpili ng content at pagtalakay sa panitikan; at di lubusang paglinang ng kahusayang magamit ang wikang natutuhan sa pagkatuto ng mga asignaturang itinuturo sa Filipino.
4

Ang pag-aaral na ito ay kontribusyon ng mananaliksik tungo sa pag-unawa ng mga guro sa umiiral na kurikulum at naghain ng mga mungkahing solusyon sa kinakaharap na suliranin hinggil sa pagpapatupad ng
Kurikulum ng Edukasyong Pansekundarya ng 2010. Pangunahing layunin ng pag-aaral na ito ang masuri ang kahandaan ng mga guro ng Filipino sa implementasyon ng
Kurikulum ng Edukasyong Pansekundarya.
5

Sinagot sa pag-aaral na ito ang sumusunod na katanungan: 6

SULIRANIN NG
PAG-AARAL

7

1. Ano ang kahandaan ng mga guro ng Filipino sa implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya ayon sa kursong pinag-aralan o natapos, major at minor na asignatura, bilang ng antas
8

na tinuturuan, bilang ng asignaturang itinuturo, bilang ng taon sa pagtuturo, bilang ng mga dinaluhang seminar/ pagsasanay sa
Filipino at mga pansariling katangian bilang isang guro ng Filipino?
9

2. Ano ang antas ng kaalaman ng mga guro ng
Filipino sa implementasyon ng Kurikulum ng
Edukasyong Pansekundarya batay sa elementong
Inaasahang Bunga,
Pagtataya at Mga Plano ng
Pagkatuto?
10

3. Ano ang pagkakaiba sa kahandaan at kaalaman ng mga guro sa malalaki at maliliit na paaralan sa implementasyon ng
Kurikulum sa Edukasyong
Pansekundarya?
11

4. Ano-ano ang mga suliraning kinakaharap ng mga guro ng Filipino sa implementasyon ng Kurikulum ng Edukasyong Pansekundarya?
12

5. Anong gawain ang maimumungkahi sa pagpapabuti ng implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya?

13

Kaugnay na Literatura at Pag-aaral
Malaki ang papel na ginagampanan ng edukasyon sa hindi mapigilang pagsulong ng panahon at pag-iba ng mukha ng mundo. Ito ang isa sa mga dahilan ng napakaraming pagbabagong nagaganap sa halos lahat ng aspekto ng buhay at hindi maikakailang ito rin ang tugon at susi sa inaasam na kaunlaran at matatag na bansa. Kung gayon, ang isang hakbang upang matamo ang maunlad at matatag na edukasyon ay ang pagkakaroon ng mga gurong may sapat na kahandaan, kaalaman at kasanayan sa pagtuturo.
14

Kaugnay ng mga pagbabago sa kurikulum, sinabi ni
San Luis (2004) na ang tipikal na guro sa kasalukuyang panahon ay bukas sa mga pangunahing pagbabagong hatid ng mga pagsasanay at muling pagsasanay. Sa ganitong pananaw, ang pamahalaan at Kagawaran ng
Edukasyon ay dapat lamang na maging katulong at hindi hadlang sa pag-unlad ng paaralan sa ating bansa sa pangunguna ng mga guro.
Samakatwid, bilang mga guro, kailangang matugunan ang pangangailangan ng isang partikular na pangkat ng mga mag-aaral na maging makabuluhan sa daigdig na papasukin nila pagkatapos ng kanilang pag-aaral bilang pagsunod sa pagbabago ng Kurikulum sa Batayang
Edukasyon ng DepEd (Badayos, 2006).
15

Ang pag-aaral ni Naparan (2001) na may pamagat na “Learning Enhancement and Activity Program of
Public Secondary Schools of the Division of Calbayog
City: An Assessment” ay nakatuon sa paghambing ng pananaw ng mga guro at administrador sa pagpatupad ng LEAP (Learning Enhancement and Activity
Program) at pag-alam sa kaugnayan ng profile ng mga ito sa kanilang pananaw. Natuklasan sa pag-aaral na ang mga suliraning nakaharap ng mga guro at administrador sa pagpatupad ng LEAP ay ang parehong hindi pagtanggap ng mga guro at administrador sa mga pagbabago, ang pagkakaroon ng negatibong pagtanggap nito at ang mahinang pagpaplano ng LEAP sessions. Isa sa mga kongklusyon
16

sa pag-aaral ay kulang ang propesyonal na pag-unlad ng mga guro at hindi sila gaanong nahihikayat na magpatuloy ng kanilang pag-aaral sa antas gradwado sapagkat halos kulang pa ang kanilang sahod na panustos dito maliban kung mabibigyan sila ng scholarship na iniaalok ng DepEd. Gayunpaman, halos lahat ng mga guro ay nakadalo ng mga in-service training na nakatulong upang mapaunlad ang kanilang kakayahan sa pagtuturo. Parehong guro ang tuon ng unang pag-aaral sa kasalukuyang pag-aaral. Nagkaiba lamang ang mga ito sa layunin sapagkat ang una ay tungkol sa pagpapaunlad ng kakayahan sa pagtuturo ng mga guro samantalang ang kasalukuyan ay tungkol sa pag-alam sa kahandaan at kaalaman ng mga guro sa pagpatupad ng kurikulum pansekundarya.
17

Balangkas Teoretikal
Ang sumusunod na teorya ay isinaalang-alang ng mananaliksik upang higit na maunawaan ang pagalam sa kahandaan ng mga guro sa pagtuturo ng Filipino batay sa bagong kurikulum: 18

Sanligan ng balangkas ng pag-aaral ang teorya mula sa binagong kurikulum na
Kurikulum ng Edukasyong Pansekundarya
(Secondary Education Curriculum) – ang
Kapaki-pakinabang na Literasi para sa Lahat
(Functional Literacy For All) na ibinatay sa mithiin ng Edukasyon para sa Lahat 2015
(Education For All
2015). Kaugnay nito, layunin ng pagtuturo ng Filipino na malinang ang (1) kakayahang komunikatibo, at (2) kahusayan sa pag-unawa at pagpapahalagang literari ng mga mag-aaral sa lebel sekundarya.
(Chioco, 2010).
19

Dapat tandaan ng guro na ang interaksyon ay magiging mabisa lamang kung may ugnayan ang guro at ang mga mag-aaral. Higit na mahalagang maitatak sa isipan ng mga guro na ang pagpapahusay sa interaktibong pagdulog sa pagtuturo ng komunikasyon ay student-centered, yaong nakararami ang salitaan ng mga mag-aaral upang ganap silang matuto sa wika at masanay sa pagsasalita na mahalaga sa pakikipag-ugnayang sosyal (Villafuerte at
Bernales, 2008).
20

Ayon kay Bacani (2000), makakamit ang makabagong sistemang edukasyunal ng ating bansa sa pamamagitan ng kurikulum pangwika na nakapokus sa mga mag-aaral. Ang pangunahing layon nito ay ang paglinang ng mga kasanayang komunikatibo na krusyal na tungkulin ng bawat gurong
Pilipino.
21

Batay sa mga binanggit na teorya mula sa mga awtoridad, nabuo ng mananaliksik ang pansariling teorya na ang gurong may sapat na kahandaan sa pagtuturo ay kailangan sa pagtamo ng minimithing kapaki-pakinabang na literasi para sa lahat.
Kailangan ang gurong may sapat na kahandaan sa pagtuturo upang mahikayat ang mga mag-aaral na makipag-ugnayan sa iba nang sa gayon ay malinang ang kanilang kakahayang komunikatibo. Hindi malayong maging ganap ang pagkatuto ng magaaral kung sila ay hinahayaang tuklasin ang kanilang sarili sa pamamagitan ng kanilang pagganap o performance.
22

Paradaym ng Balangkas
Teoretikal

23

Nababawasan ang tensyon at nahihikayat ang mga mag-aaral sa kanilang pagganap o performance

Ganap na pagkatuto sa wika at pagsasalita tungo sa pakikipagugnayang sosyal

GURONG MAY
SAPAT NA
KAHANDAAN SA
PAGTAMO NG
MITHIING
KAPAKIPAKINABANG NA
LITERASI PARA SA
LAHAT

Paglinang ng kakayahang komunikatibo, at kahusayan sa pag-unawa at ng mga mag-aaral

Kurikulum pangwika na nakapokus sa mga mag-aaral

24

Balangkas Konseptwal
Sa balangkas konseptwal inilahad ang mga salik na may kaugnayan sa kahandaan ng mga guro sa Unang Taon sa antas sekundarya sa
Dibisyon ng Albay at Dibisyon ng Lungsod ng
Tabaco sa implementasyon ng Kurikulum ng
Edukasyong Pansekundarya. Binalangkas ang kahandaan ng mga guro sa pagtuturo, kaalaman sa tatlong elemento ng Kurikulum ng
Edukasyong Pansekundarya, pagkakaiba ng kahandaan at kaalaman ng mga guro sa malalaki at maliliit na paaralan, mga suliraning
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kinakaharap at mungkahing gawain sa pagpapabuti ng implementasyon nito. Sa pamamagitan ng mga tseklist at talatanungang nalikom ay sinuri ang kahandaan, kaalaman, pagkakaiba ng kahandaan at kaalaman ng mga guro sa malalaki at maliliit na paaralan, suliraning kinakaharap at mga mungkahing gawain sa pagpapabuti ng Kurikulum ng
Edukasyong Pansekundarya. Ang natuklasang mungkahing gawain ang naging batayan ng isinagawang kagamitang panturo sa pagpapabuti ng implementasyon ng Kurikulum ng Edukasyong Pansekundarya.
26

Paradaym ng Balangkas
Konseptwal

27

Pag-alam sa kahandaan ng mga guro sa implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya

Mga Guro sa
Unang Taon sa Antas
Sekundarya sa
Dibisyon ng
Albay at
Dibisyon ng
Lungsod ng
Tabaco

Pag-alam sa kaalaman ng mga guro sa implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya
Pagsusuri sa pagkakaiba ng antas ng kahandaan at kaalaman ng mga guro sa malalaki at maliliit na paaralan sa implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya
Pagtukoy sa mga suliraning kinakaharap ng mga guro sa implementasyon ng Kurikulum ng Edukasyong Pansekundarya at mga mungkahing gawain sa pagpapabuti nito

Mga Mungkahing
Gawain sa
Pagpapabuti ng
Implementasyon
ng Kurikulum ng
Edukasyong
Pansekundarya

Kapakipakinabang na
Literasi para sa
Lahat

Pagsusuri sa mga datos

FEEDBACK
28

Disenyo ng Pananaliksik
Ang disenyo ng pag-aaral na ito ay crosssectional. Ayon kay Skinner (1998), pinagaaralan sa paraang cross-sectional ang maraming tao upang malaman ang pangkalahatang kalakaran sa isang tiyak na panahon. Upang masuri ang kahandaan ng mga guro ng Filipino sa implementasyon ng Kurikulum ng Edukasyong Pansekundarya, ginamit ng mananaliksik ang palarawang pagsusuri.
29

Mga Respondent
Ang respondent sa pag-aaral na ito ay ang 38 mga guro ng Filipino sa
Unang Taon sa antas sekundarya, 19 na guro mula sa 19 maliliit na paaralan at
19 guro mula sa sampung malalaking paaralan sa Dibisyon ng Albay at
Dibisyon ng Lungsod ng Tabaco ngayong Taong Panuruan 2010-2011.
30

Ang pagpili ng mga paaralang kalahok sa pagaaral ay ibinatay sa resulta ng National
Achievement Test sa loob ng tatlong taon, mula
Taong Panuruan 2007-2008, 2008-2009 at 20092010 na iniranggo mula sa pinakamataas at pinakamababang mean percentage score. Mula sa dalawang dibisyon, inalam ang malalaki at maliliit na paaralan sa pamamagitan ng designation ng mga namumunong guro na kung saan ang mga malalaking paaralan ay pinamumunuan ng punungguro at ang mga maliliit na paaralan ay mga Officer-in-Charge/Head Teacher at Teacherin-Charge.
31

Ginamit ang total enumeration sa pagpili ng mga gurong kalahok sa pag-aaral mula sa maliliit na paaralan. Kinuha ang equal allocation of respondents ng maliliit na paaralan sa pagpili ng malalaking paaralan. Ang labinsiyam na maliliit na paaralang may tig-iisang guro ng Filipino sa
Unang Taon ay tinapatan ng labinsiyam na guro mula sa sampung malalaking paaralang kabilang sa Top Performing Schools batay sa resulta ng
National Achievement Test. Ang kabuuang bilang ng mga guro sa Unang Taong kalahok sa pag-aaral ay 38; 19 na guro mula sa 19 maliliit na paaralan at
19 guro mula sa sampung malalaking paaralan.
32

Instrumento
Apat na talatanungan at tseklist ang ginamit upang malaman ang kahandaan ng mga guro sa implementasyon ng Kurikulum ng Edukasyong
Pansekundarya; malaman ang kaalaman ng mga guro sa tatlong elemento ng Kurikulum ng
Edukasyong Pansekundarya; masuri ang pagkakaiba sa kahandaan at kaalaman ng mga guro sa malalaki at maliliit na paaralan; matukoy ang mga suliraning kinakaharap ng mga guro sa implementasyon ng
Kurikulum ng Edukasyong Pansekundarya; at malaman ang mungkahing gawain sa pagpapabuti ng implementasyon ng Kurikulum ng Edukasyong
Pansekundarya.
33

Ang inihandang talatanungan at tseklist ay ibinatay sa mga pag-aaral, handouts mula sa Ika-38 Pambansang
Gawaing Kapulungan sa Filipino sa pagtataguyod ng Pambansang Samahan ng mga Tagamasid at Tagapagtaguyod ng Filipino (PASATAF) noong Abril 2629, 2010 sa Lungsod ng Baguio. Ibinatay ito sa Gabay Pangkurikulum 2010 ng
Kagawaran ng Edukasyon, sa mga
34

panayam sa isinagawang Pandibisyong Pagsasanay ng mga Guro sa
Unang Taon sa 2010 Kurikulum ng
Edukasyong Pansekundarya sa Dibisyon ng Lungsod ng Tabaco noong Hunyo
28-30, 2010, sa ilang mga babasahin tungkol sa bagong kurikulum.
Ikinunsulta rin ito kay Gng. Asuncion
Bongat-Longga at sa ilang mga kaguro sa Filipino.
35

Ipinawasto ang inihandang talatanungan at tseklist sa tagapayo at iniharap sa limang guro ng Filipino na hindi kalahok sa pagaaral. Iniharap ito sa siyam na juror na binubuo ng mga mag-aaral ng Ph.D. Filipino ng Paaralang Gradwado ng Pamantasan ng
Bikol. Ang mga puna at mungkahi ng tagapayo at mga juror ay naging batayan sa isinagawang pagbabago at rebisyon ng talatanungan at tseklist sa paghanda ng pinal na sipi nito.
36

MGA NATUKLASAN

37

1. Kahandaan ng mga Guro ng
Filipino sa Implementasyon ng Kurikulum ng
Edukasyong Pansekundarya

38



Natuklasang sa 38 gurong respondent, 15 o
39.47 bahagdan ang nagtapos ng BSEd at may yunit sa masteral; at 18 o 47.37 bahagdan ang nagtapos ng BSEd.
Tatlumpu’t apat o 89.47 bahagdan ang major sa Filipino; dalawa o 5.26 bahagdan major sa English; isa o 2.63 bahagdan minor sa Math; isa o 2.63 bahagdan major sa Science; apat o 10.53 bahagdan minor sa
Araling Panlipunan; isa o 2.63 bahagdan major sa T.L.E. at isa o 2.63 bahagdan ang may minor nito.
39



Labing-apat o 36.84 bahagdan ng mga guro ay nagtuturo ng isang antas; siyam o 23.68 bahagdan, dalawang antas; anim o 15.79 bahagdan, tatlong antas; at siyam o 23.68 bahagdan, apat na antas. Isa o 2.63 bahagdan ang pito pataas ang asignaturang itinuturo; 19 o 50.00 bahagdan ang may 4-6; at 18 o 47.37 bahagdan ang may 1-3. Apat o
10.53 bahagdan ng mga guro ang 20 mahigit nang taong nagtuturo; lima o 13.16 bahagdan, 11-14 taon; 20 o 52.63 bahagdan ang 1-5 taon.
40



Napag-alamang 20 at higit pa ang nadaluhang pampaaralang seminar o pagsasanay sa Filipino ng apat o 10.53 bahagdan ng mga guro, tatlo o 7.89 bahagdang pandibisyon, dalawa o 5.26 bahagdang panrehiyon, at dalawa o 5.26 bahagdang pambansa; 1-5 ang pampaaralang seminar o pagsasanay sa
Filipino na nadaluhan ng 13 o
34.21
bahagdan, 19 o 50.00 bahagdang pandibisyon, 16 o 42.11 bahagdang panrehiyon at
16 o 42.11 pambansa.
41



Nanguna sa sampung katangian ng guro ang may kaaya-ayang katauhan, masayang disposisyon, may diwa ng paluwag-tawa
(sense of humor) upang makalikha ng positibong kaligirang sosyal na nag-uudyok ng kawili-wili at epektibong pagkatuto ng mga mag-aaral; bukas ang isipan sa pagbabago, may magandang saloobin at pananaw sa pagtuturo at sa kanyang pagiging isang guro; nagbibigay ng sapat na pagkakataon sa mga mag-aaral sa partisipasyon sa mga gawaing pagkatuto na may 37 o 97.37 bahagdan.
42

2. Antas ng Kaalaman ng mga
Guro sa Implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya

43



Natuklasang alam ng mga guro ang elementong inaasahang bunga, 9.84 mean; katamtamang alam ang elementong pagtataya, 5.34 mean; at katamtamang alam ang elementong mga plano ng pagkatuto, 4.89 mean.
44

3. Pagkakaiba ng Kahandaan at Antas ng Kaalaman ng mga Guro sa Malalaki at
Maliliit na Paaralan sa
Implementasyon ng Kurikulum ng Edukasyong
Pansekundarya
45



Nabatid na mas maraming guro sa malalaking paaralan ang nagpapatuloy ng kanilang pagaaral sapagkat siyam o 47.37 bahagdan sa mga ito ang nagtapos ng BSEd at may yunit sa masteral samantalang anim o 31.67 bahagdan lamang sa maliliit na paaralan. May mga guro sa malalaking paaralang nagtuturo ng Filipino sa Unang Taon na ang major ay English, isa o
5.26 bahagdan; at T.L.E., isa o 5.26 bahagdan.
Gayundin sa maliliit na paaralang may nagtuturo ng Filipino na ang major ay English, isa o 5.26; at Science, isa o 5.26 na bahagdan.
46



Mas maraming guro sa maliliit na paaralan ang nagtuturo sa iba pang antas; sa ikalawang taon,
15 o 78.95 bahagdan; ikatlong taon, 14 o 73.68 bahagdan; at sa ikaapat na taon, sampu o 52.63 bahagdan kaysa sa malalaking paaralan tatlo o
15.79 bahagdan, sa ikalawang taon; apat o 21.05 bahagdan sa ikatlong taon at isa o 5.26 sa ikaapat na taon. Higit na maraming guro sa maliliit na paaralan ang nagtuturo ng 4-6 na asignatura, sampu o 52.63 bahagdan samantala higit na marami naman ang nagtuturo ng 1-3 asignatura sa malalaking paaralan, sampu o
52.63 bahagdan kaysa sa maliliit na paaralan, walo o 42.11 bahagdan.
47



Natuklasang 14 o 73.68 bahagdan ng mga guro sa maliliit na paaralan ang
1-5 na taon pa lamang sa pagtuturo na higit na marami kaysa sa malalaking paaralan. Parehong may 1-5 seminar o pagsasanay sa Filipino ang dinaluhan ng mga guro sa malalaking paaralan sa maliliit na paaralan.
48



Pareho ang tatlong nangungunang pansariling katangian ng guro sa malalaki, 18 o 94.74 bahagdan at maliliit na paaralan, 19 o 100.00 bahagdan: may kaaya-ayang katauhan, masayang disposisyon, may diwa ng paluwagtawa (sense of humor) upang makalikha ng positibong kaligirang sosyal na nag-uudyok ng kawili-wili at epektibong pagkatuto ng mga mag-aaral; bukas ang isipan sa pagbabago, may magandang saloobin at pananaw sa pagtuturo at sa kanyang pagiging isang guro; at nagbibigay ng sapat na pagkakataon sa mga mag-aaral sa partisipasyon sa mga gawaing pagkatuto.
49



Kapwa alam ng mga guro sa malalaki, 9.32 mean; at maliliit na paaralan, 10.42 mean ang elementong inaasahang bunga.
Katamtamang alam ng mga guro sa malalaking paaralan ang pagtataya, 5.11 mean samantalang alam sa maliliit na paaralan, 5.58 mean. Kapwa katamtamang alam ng mga guro sa malalaking paaralan,
5.11 mean; at 4.68 mean sa maliliit na paaralan ang mga plano sa pagkatuto.
50

4. Mga Suliranin ng mga Guro sa Implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya

51



Ang pinakasuliraning kinakaharap ng mga guro sa pagpapatupad ng
Kurikulum ng Edukasyong Pansekundarya ay ang kakulangan ng mga kagamitang panturo at multimedia na maaaring gamitin sa pagtuturo ng mga aralin upang maging halimbawa sa pagsasagawa ng inaasahang pagganap.
52

5. Mga Mungkahing Gawain sa Pagpapabuti ng Implementasyon ng Kurikulum ng Edukasyong Pansekundarya

53



Ang pinakamungkahing gawain sa pagpapabuti ng implementasyon ng Kurikulum ng Edukasyong Pansekundarya ay ang paglalaan ng mga kagamitang panturong kinakailangan sa pagtuturo ng mga aralin sa bagong kurikulum.
54

KONGKLUSYON

55

Batay sa mga natuklasan, nabuo ang sumusunod:

1. Hindi pa handa ang mga guro sa implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya.
56

2. Katamtaman lamang ang antas ng kaalaman ng mga guro sa implementasyon sa
Kurikulum ng Edukasyong
Pansekundarya.

57

3. Mas handa ang mga guro sa malalaking paaralan kaysa sa maliliit na paaralan sa implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya.
58

4. Kakulangan ng mga kagamitang panturo at multimedia na maaaring gamitin sa pagtuturo ng mga aralin ang suliranin ng mga guro sa implementasyon sa
Kurikulum ng Edukasyong
Pansekundarya.
59

5. Paglalaan ng mga kagamitang panturong kinakailangan sa pagtuturo ng mga aralin sa bagong kurikulum ang mungkahing solusyon sa pagpapabuti ng implementasyon sa Kurikulum ng
Edukasyong Pansekundarya.
60

REKOMENDASYON

61

Batay sa natuklasan at kongklusyong nabuo sa ginawang pag-aaral, inirerekomenda ang sumusunod:

62

1. Ganyakin at hikayatin ang mga gurong magbalikpaaralan sa antas gradwado.

63

2. Padaluhin ang mga guro sa

mga seminar at salingkurang pagsasanay hinggil sa Kurikulum ng
Edukasyong Pansekundarya.

64

3. Ganyakin ang mga gurong gumawa ng mga kagamitang panturong nakabatay sa UbD
(Understanding by Design) na ginagamit sa implementasyon ng
Kurikulum ng Edukasyong
Pansekundarya.
65

4. Gumawa ng pag-aaral sa kahandaan at kaalaman ng mga guro sa mga pribadong paaralan ukol sa Kurikulum ng Edukasyong Pansekundarya.
66

5. Magsagawa ng pag-aaral tungkol sa kahandaan at kaalaman ng mga mag-aaral sa kolehyo sa Teacher
Education Institutions sa
Kurikulum ng Edukasyong
Pansekundarya.
67

Maraming salamat po…
68

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... 1 Divorce John Smith SOC/100 – Introduction to Sociology April 21st, 2011 Professor Deidra Powell-Wallace DIVORCE 2 Divorce In today’s society, the most important matter is family. For most people, family is the primary reason people strive to do well. Family is the most instrumental and influential aspect in many people’s lives. But similar to how every hero has a villain, there is something that can dismantle a family’s bond or relationship so easily, and that is divorce. Divorce is something that some people have no problem with, but for most people it can have such a great effect and after it happens people are never the same. In today’s society divorce can happen for many reasons, but how can we fix it? In some cases divorce is necessary, for example if the relationship between the couple is unhealthy and one or neither person can stay committed, then divorce would be the appropriate action, but when neither person can stay committed to the other then those people should not have gotten married in the first place. According to a blog writer that goes by the name land mammal from writing.com says, “If there is a physically or emotionally abusive spouse belonging to the marriage it may be pertinent to resolve such an issue through means of divorce for example. However, the conditions which are used to justify divorce in a marriage...

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Divorce

...ause and Effect of Divorce In today’s society, divorce is more the norm than ever before. Forty percent of all marriages end in divorce. Divorce defined by Webster is the action or an instance of legally dissolving a marriage. Divorce itself is both a cause and effect. There are many causes of divorce. Some of the causes happen more often than others. For instance, the most common causes of divorce are poor communication, financial problems such as lack of money, lack of commitment to marriage, a dramatic change in priorities, infidelity, sexual indiscretion and the ease of getting a divorce. These are some of the most common causes of divorce. The effects of a divorce seem insurmountable when comparing the grief it causes on both sides. Most people describe the cause and effects of a divorce. (Divorce Cause and Effect) (Causes of Divorce) The cause of increasing divorce is lack of communication. Most couples have poor communication. A marriage is on the rocks when the lines of communication fail. A couple can’t have an effective relationship if neither one of them won’t discuss their feelings, cant’ talk about mutual or personal issues, will keep their resentments simmering under wraps, and expect your partner to guess what the whole problem is about. Communication is a very important part of a relationship. This is one of the reason’s pre-martial counseling is encouraged. (Panse) Communication can help in understanding one another. Couples...

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...importance of the family is not taken seriously and is taken for granted by those who do experience it. Without a strong based family, a child loses key lessons from his or her parents: and when a child grows up with out knowing right from wrong the end result can be devastating. A child that grows up in a dysfunctional{what is dysfunctional to you may not be to others…may want to be a little more specific} family is at greater risk to do drugs, drop out of school, be sexually active, be abused, and live in poverty.((< definitely cite this. Although it may seem like common sense, it would be much more credible with a source for the info added in.)) [Divorce seems almost normal in America. The moment the marriage gets hard divorce is the decision immediately made]. {Reflects paragraph well: but be more assertive: “Divorce is an average agenda in everyday American life.”} What happened to “till death do us part”, not “till hard...

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Divorce

...Divorce is stressful for parents and kids alike. Although reactions will depend on a child's age, temperament, and the circumstances surrounding the split, many kids feel sad, frustrated, angry, and anxious — and it's not uncommon for them to act out because of those feelings. Fortunately, parents can help their kids during a divorce. By minimizing the tension the situation creates, being patient as everyone adjusts to the new situation, and responding openly and honestly to your kids' concerns, you can help them through this difficult time. Crucial to a child's ability to get through a divorce is the ability of the divorcing parents to maintain a civil relationship. Conflict between parents — whether they're separated, divorced, or still together — causes major stress for kids that can last well beyond childhood. HOW TO TELL CHILDREN- About Divorce As soon as you're certain of your plans, talk to your child about your decision to live apart. Although there's no easy way to break the news, IT IS BEST WHEN BOTH PARENTS ARE THERE FOR THIS CONVERSATION. And it's important to leave feelings of anger, guilt, or blame out of it. be sure to convey one basic message: What happened is between mom and dad and does not have anything to do with the CHILDREN. Most CHILDREN will feel they are to blame even after parents have said that they are not. So it's vital for parents to keep providing this reassurance. Try to answer their questions as truthfully as possible, in a...

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Divorce

...Divorce or dissolution of marriage is a legal process in which a judge or other authority dissolves the bonds of matrimony existing between two persons, thus restoring them to the marital status of being single. A divorce does not declare a marriage null and void, as in an annulment, but rather declares that a fully consummated marriage is irretrievably broken and that it should be dissolved, allowing the parties to marry other individuals. Divorce laws vary considerably around the world. Divorce is not permitted in some countries, such as in Malta and in the Philippines, though an annulment is permitted. The legal process for divorce may also involve issues of spousal support, child custody, child support, distribution of property and division of debt, though these matters are usually only ancillary or consequential to the dissolution of the marriage. In some jurisdictions divorce does not require a party to claim fault of their partner that leads to the breakdown of marriage. But even in jurisdictions which have adopted the "no fault" principle in divorce proceedings, a court may still take into account the behaviour of the parties when dividing property, debts, evaluating custody, and support. In most jurisdictions, a divorce must be certified by a court of law to become effective. The terms of the divorce are usually determined by the court, though they may take into account prenuptial agreements or postnuptial agreements, or simply ratify terms that the spouses may have...

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...Divorce I will start out by explaining the definition of divorce. A divorce is a legal action between married people to terminate their marriage relationship. It can be referred to as dissolution of marriage and is basically, the legal action that ends the marriage before the death of either spouse (Meyer, nd). One might say, what causes couples to decide to get a divorce? There are many reasons for divorce. I believe that most marriages end when a man and a woman decide to get married they do not realize all the stresses of life that come with being married. They get married thinking all will be great when in reality there is always something that could go wrong. Couples argue about things like money, bills, work, and children. Sometimes there may be more severe cases such as one or the other spouse finds someone else and that can lead to adultery. Adultery is one of the many causes of divorce, but despite what people may say very few marriages end because of infidelity. Most divorces occur in the first two to five years of marriage, and are mostly asked for by the women. In some cases it can be a mutual decision to get a divorce. The wife may retain the husband's name, although in most cases she may choose to go back to her maiden name. No one likes the idea of divorce, but it seems to be a more common issue among many couples in today’s society. Divorce is quite costly and can be a very difficult process. When children are involved in a marriage it is usually harder than...

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...Divorce and Children According to the study that was done in 2004 "In the United States, between 43% and 50% of first marriages end in divorce"(U.S Census Bureau qtd inLansford 140). One can assume that many children will experience some affects caused by divorce. There is evidence to support that children would be better off if the parents stayed married and there is equal supporting evidence that it would be better off if they divorced. A survey done in 2009 by 1000 teenagers "When asked what the teens wanted their parents to know they said that divorce "hurts," "sucks" and that they "don’t want to be blamed for it" or caught in the middle"(GordonPoll Youth Survey qtd inJolivet 175). There are three main areas that impact children's experience with divorce such as behavioral, psychological, and social issues. Children are effected by divorce in many ways which cause their behavior to not be normal. When children go through a traumatic event, such as losing a parent to divorce, they want to act out because they are hurt, and do not know what to do with their emotions. An article written by Ahron Constance states "…..divorce prevents certain risks, is an emotionally stressful and complex transition for families, and continues to affect children into adulthood" (55). Divorce is a hard thing for children to learn how to cope with. Children of different ages rebel in different ways; they do this because at different age levels they cannot comprehend certain things and are...

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...Effects of Divorce for Children Linda G. Chelette Riverside City College Ear 20 Tuesday (6:00pm-9:10pm) Tanya Gonzalez September 30, 2014 Research has shown effects on divorce for children have many pros and cons. Some cons are psychological problems, anxiety, lower self-esteem, and depression. Academic performance is also an aspect that affects a child as well as having a healthy relationship. Children from divorced parents also develop conduct problems as well as conflict in sexual activity. Pros would be controlling hostile conflict, improving child and parent relationship as well as improving the quality of parenting. Many experts may agree to disagree on the effects of divorce for children. Studies have shown children with divorce parents have higher anxiety, depression, and low self-esteem. This effect’s more females with divorced parents compared to females with intact families. As for male’s it affects them in different ways they become hopeless and discouraged. The depression carries on to adulthood effecting children with low self-esteem, this effect’s personal relationships with friendship as well as the opposite sex. (Portnoy, 2008) Academic performance also affects children with divorced parents; lower test scores will also exhibit lower educational aspirations. Children are likely to drop out of school and achieve lower levels of education. Which eventually effects lower adult occupational status in the long run can lead to school dropouts. Children...

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...he was only three years old. Even to this day he still lives with the effects of it. Divorce is a horrible thing and it is really hard on anyone that is involved. The stress of modern living makes a long list of causes for a divorce and the effects from a divorce are never ending. The most common causes for a divorce are bad communication, cheating, financial problems, sex, and addictions. My husband's parents got divorced because they were no longer happy and fought all the time. Each parent has different reasons for their divorce, but I personally think that they got married young and they were growing into two different people. I know that financial problems and the stress of having two young children did not help with their marriage problems. I think there were a lot of causes behind their divorce and the last fight was just the straw that broke the camels back. Most three year olds can't remember what happened a month ago much less remember something twenty years later, but my husband remembers the fight that led his parents to divorce like it was yesterday and he was only three. I think it mentally affected my husband. He tries to avoid the topic of his parents divorce and he just holds it all in instead of talking about it. It was really hard on him not seeing his dad as much and always having one parent talk bad about the other parent. He always says that he will never get a divorce and put his children through the pain that he went through. Now that he is older he...

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Divorce

...he was only three years old. Even to this day he still lives with the effects of it. Divorce is a horrible thing and it is really hard on anyone that is involved. The stress of modern living makes a long list of causes for a divorce and the effects from a divorce are never ending. The most common causes for a divorce are bad communication, cheating, financial problems, sex, and addictions. My husband's parents got divorced because they were no longer happy and fought all the time. Each parent has different reasons for their divorce, but I personally think that they got married young and they were growing into two different people. I know that financial problems and the stress of having two young children did not help with their marriage problems. I think there were a lot of causes behind their divorce and the last fight was just the straw that broke the camels back. Most three year olds can't remember what happened a month ago much less remember something twenty years later, but my husband remembers the fight that led his parents to divorce like it was yesterday and he was only three. I think it mentally affected my husband. He tries to avoid the topic of his parents divorce and he just holds it all in instead of talking about it. It was really hard on him not seeing his dad as much and always having one parent talk bad about the other parent. He always says that he will never get a divorce and put his children through the pain that he went through. Now that he is older he does...

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...Journal of Divorce & Remarriage, 53:421–435, 2012 Copyright © Taylor & Francis Group, LLC ISSN: 1050-2556 print/1540-4811 online DOI: 10.1080/10502556.2012.682894 The Impact of Divorce on Friendships With Couples and Individuals GEOFFREY L. GREIF and KATHLEEN HOLTZ DEAL School of Social Work, University of Maryland, Baltimore, Maryland, USA When couples divorce, their friendships with other couples and individuals often shift. Using data from a mixed-methods study of 58 divorced individuals and 123 couples, this article explores how friendships change following divorce or a couple’s breakup from two different perspectives. Divorced people report that they more often retain, and in some cases strengthen, their individual friendships and that their friendships with both members of couples are rarely maintained. Most couples had other couples with whom they were friends divorce or break up and described losing a friendship with one of the members. Implications for practitioners are included. KEYWORDS friendships, relationships couple friendships, postdivorce People with friends have been found to live longer, healthier lives (e.g., DuPertuis, Aldwin, & Bosse, 2001; Netuveli, Wiggins, Hilden, Montgomery, & Blaine, 2006). Yet it is believed friends are often lost after a divorce, as Johnston and Campbell (1988) explained more than 20 years ago: “The social world of the divorcing couple is often split in two at the time of separation as common friends either withdraw in discomfort...

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...How common is divorce and what are the reasons: Divorce is both very personal and all too common. But there are many myths about divorce. Individuals at the crossroads of divorce may benefit by knowing the research facts about divorce rates, factors that are associated with a higher risk of divorce, and common reasons that people give for divorcing. What percentage of marriages end in divorce? In the United States, researchers estimate that 40%–50% of all first marriages will end in divorce or permanent separation.The risk of divorce is even higher for second marriages, about 60%. Utah’s divorce rate is just slightly above the national average. Divorce has always been present in American society. Although divorce has always been a concern, it has become more common in the last 50 years. The highest divorce rates ever recorded were in the 1970s and early 1980s. Since then the divorce rate actually has decreased a little, but it still remains at a historically high rate. What factors are associated with a higher risk for divorce? To say that nearly half of all first marriages end in divorce sounds a lot like saying marriage is just a game of chance. But a lot of research has identified various factors that are associated with a higher risk for divorce. So some people actually have a low risk of divorce while others have a high risk. Understanding these factors may not directly help you improve your marriage or make a decision about divorce, but it may help you understand...

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...“Divorce” Taking from the first legalized divorce to the till date, the number of divorcees have flooded. Divorce is the legal separation of husband and wife from each other and living on their own. The first legal divorce was found to be done in the date of Jan 5, 1643 in American colonies, Anne Clarke of the Massachusetts Bay Colony. From the many studies on divorce, it has shown some results on the cause, effects and the advantages and disadvantages of divorce. From the study of the divorce rate in the world the top ten most divorced countries are 1) Belgium (71%) 2) Portugal (68%) 3) Hungary (67%) 4) Czech Republic (66%) 5) Spain (61%) 6) Luxembourg (60%) 7) Estonia (58%) 8) Cuba (56%) 9) France (55%) and 10) USA (53%). The lowest divorced rate is in Chile with an average of 4% divorce rate. These are the divorced average rate in European countries where love marriages are in practice but with the study of data the rate of divorce in arrange marriage is found significantly low than love marriages, with an average of 4% divorce rate. This data is almost similar to the lowest rate of divorce in the world (i.e. Chile). Nowadays most of the nation has legalized the divorce. Some of the countries with declared law for divorce and the date for their legalization are; US- 1701 (Maryland State) – 1949-50 (South Carolina State) – 1970 (Alabama State), Spain- 1981, Soviet Union- 1917-1926, Scotland- 1976, Scandinavia-1909-1929, Prussia -1794, Ireland- 1997, German States- 1875, France-...

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Divorce

...Running Head: Research Paper – Effect of Divorce on Parenting Derin Ireyomi 103091991 University of Windsor 02-48-305 Dr. Omorodion Abstract In the past two decades, the trend of divorce and shared custody has increased and affected the lives of almost 57% of couples and their children (Boyan, 2003). Divorces have been known to have a huge effect on parenting practices of both the mother and the father. For the complete and balanced development of children and adolescents, the involvement of both the father and the mother is extremely crucial. From playing and socializing during the primary years to negotiation, monitoring and supervision in early teens, both the mother and father play equal guiding roles in the development of children (Boyan, 2003). Introduction Children who have both parents feel successful, competent and happy, when both parents are involved in their lives (Markham et al, 2012). Conversely, children who live with a single parent are more likely to feel unhappy, depressed, and garner an awkward feeling (Schwartz, 2006). Additionally, couples involved in the divorce also experience a huge effect on their parenting practices and their daily lives as well (Sayer, 2006). This paper will investigate the negative effects divorce has on parenting practices and how it will affect the way the children are raised. Through this, I will analyze the evidence provided in the articles by Sayer (2006), Pruett (1998), Schwartz (2007), and other authors to determine...

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...difference of high school and university (comparison essay)Proposal Report → Rising Divorce Rates (cause and effect essay) April 10, 2012 by puipuiii · No Comments · Writing Men and women have the equal right. They can do what they want to do. If they love each other, they are going to get married. However, if they lose their love for each other, absolutely, they are going to divorce. In the past, there were a few divorces because there were not many problems like in these days. Rising divorce rates today has been resulted from four causes. First is infidelity. The main reason often occurs from a man because he goes to work and leave his wife to look after their home and child. He goes to work that means he has a chance to meet other women. Some men not only just talk with other women but have the affairs with those women. Moreover, they may have children outside marriage. In addition, some men may infect the veneral diseases from their paramours. This problem can lead to the divorce of a couple. Second is the domestic violence. This trouble is very terrible. When the couple has not yet married, they will not know the real character of his or her partner but after they get married, they will know what the truth is. The truth that I mean is violence. Suppose, a man or a woman like to use it, but his or her partner does not like and cannot bear with that violence. Thus, it causes the divorce problem. Third is the financial problem. Somebody may think that is a little...

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